The effect of information gap and uncertainty on curiosity and its resolution

References

• Ainley, M., & Patrick, L. (2006). Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities. Educational Psychology Review, 18(3), 267–286. https://doi.org/10.1007/s10648-006-9018-z
   Google Scholar
• Anderson, J. R. (1980). Concepts, propositions, and schemata: What are the cognitive units? In Nebraska symposium on motivation (Vol. 28, pp. 121–162). University of Nebraska Press.
   Google Scholar
• Anderson, J. R. (1983). A spreading activation theory of memory. Journal of Verbal Learning and Verbal Behavior, 22(3), 261–295. https://doi.org/10.1016/S0022-5371(83)90201-3
   Google Scholar
• Axelrod, R. (1973). Schema theory: An information processing model of perception and cognition. American Political Science Review, 67(4), 1248–1266. https://doi.org/10.2307/1956546
   Google Scholar
• Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586–598. https://doi.org/10.1037/0022-3514.41.3.586
   Google Scholar
• Berlyne, D. E. (1954). An experimental study of human curiosity. British Journal of Psychology, 45, 256–265. https://psycnet.apa.org/record/1955-05187-001.
   Google Scholar
• Berlyne, D. E. (1957). Conflict and information-theory variables as determinants of human perceptual curiosity. Journal of Experimental Psychology, 53(6), 399–404. https://doi.org/10.1037/h0049194
   Google Scholar
• Berlyne, D. E. (1958). The influence of complexity and novelty in visual figures on orienting responses. Journal of Experimental Psychology, 55(3), 289–296. https://doi.org/10.1037/h0043555
   Google Scholar
• Berlyne, D. E. (1962). Uncertainty and epistemic curiosity. British Journal of Psychology, 53(1), 27–34. https://doi.org/10.1111/j.2044-8295.1962.tb00811.x
   Google Scholar
• Bull, S. G., & Dizney, H. F. (1973). Epistemic curiosity-arousing prequestions: Their effect on long-term retention. Journal of Educational Psychology, 65(1), 45–49. https://doi.org/10.1037/h0034817
   Google Scholar
• Collins, A. M., & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82(6), 407–428. https://doi.org/10.1037/0033-295X.82.6.407
   Google Scholar
• Cronin, M. A. (2004). A model of knowledge activation and insight in problem solving. Complexity, 9(5), 17–24. https://doi.org/10.1002/cplx.20031
   Google Scholar
• Davis, C. J. (2003). Factors underlying masked priming effects in competitive network models of visual word recognition. In S. Kinoshita & S. J. Lupker (Eds.), Macquarie monographs in cognitive science. Masked priming: The state of the art (pp. 121–170). Psychology Press.
   Google Scholar
• Fastrich, G. M., Kerr, T., Castel, A. D., & Murayama, K. (2018). The role of interest in memory for trivia questions: An investigation with a large-scale database. Motivation Science, 4(3), 227–250. https://doi.org/10.1037/mot0000087
   Google Scholar
• Förster, J., Grant, H., Idson, L. C., & Higgins, E. T. (2001). Success/failure feedback, expectancies, and approach/avoidance motivation: How regulatory focus moderates classic relations. Journal of Experimental Social Psychology, 37(3), 253–260. https://doi.org/10.1006/jesp.2000.1455
   Google Scholar
• Galli, G., Sirota, M., Gruber, M. J., Ivanof, B. E., Ganesh, J., Materassi, M., Thorpe, A., Loaiza, V., Cappelletti, M., & Craik, F. I. M. (2018). Learning facts during aging: The benefits of curiosity. Experimental Aging Research, 44(4), 311–328. https://doi.org/10.1080/0361073X.2018.1477355
   Google Scholar
• Gottlieb, J., & Oudeyer, P. Y. (2018, December 1). Towards a neuroscience of active sampling and curiosity. Nature Reviews Neuroscience, 19(12), 758–770. https://doi.org/10.1038/s41583-018-0078-0
   Google Scholar
• Greenberger, E., Woldman, J., & Yourshaw, S. W. (1967). Components of curiosity: Berlyne reconsidered. British Journal of Psychology, 58(3), 375–386. https://doi.org/10.1111/j.2044-8295.1967.tb01094.x
   Google Scholar
• Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit. Neuron, 84(2), 486–496. https://doi.org/10.1016/j.neuron.2014.08.060
   Google Scholar
• Hayes, A. F., & Rockwood, N. J. (2020). Conditional process analysis: Concepts, computation, and advances in the modeling of the contingencies of mechanisms. American Behavioral Scientist, 64(1), 19–54. https://doi.org/10.1177/0002764219859633
   Google Scholar
• Hsee, C. K., & Ruan, B. (2016). The pandora effect: The power and peril of curiosity. Psychological Science, 27(5), 659–666. https://doi.org/10.1177/0956797616631733
   Google Scholar
• Humphrey, S. E., Moon, H., Conlon, D. E., & Hofmann, D. A. (2004). Decision-making and behavior fluidity: How focus on completion and emphasis on safety changes over the course of projects. Organizational Behavior and Human Decision Processes, 93(1), 14–27. https://doi.org/10.1016/j.obhdp.2003.08.003
   Google Scholar
• Javanbakht, A. (2011). A neural network model for schemas based on pattern completion. The Journal of the American Academy of Psychoanalysis and Dynamic Psychiatry, 39(2), 243–261. https://doi.org/10.1521/jaap.2011.39.2.243
   Google Scholar
• Jepma, M., Verdonschot, R. G., van Steenbergen, H., Rombouts, S. A. R. B., & Nieuwenhuis, S. (2012). Neural mechanisms underlying the induction and relief of perceptual curiosity. Frontiers in Behavioral Neuroscience, 6, 5. https://doi.org/10.3389/fnbeh.2012.00005
   Google Scholar
• Johnson-Laird, P. N. (2010). Mental models and human reasoning. Proceedings of the National Academy of Sciences of the United States of America, 107(43), 18243–18250. https://doi.org/10.1073/pnas.1012933107
   Google Scholar
• Kang, M. J., Hsu, M., Krajbich, I. M., Loewenstein, G., McClure, S. M., Wang, J. T., & Camerer, C. F. (2009). The wick in the candle of learning. Psychological Science, 20(8), 963–973. https://doi.org/10.1111/j.1467-9280.2009.02402.x
   Google Scholar
• Kashdan, T. B., Gallagher, M. W., Silvia, P. J., Winterstein, B. P., Breen, W. E., Terhar, D., & Steger, M. F. (2009). The curiosity and exploration inventory-II: Development, factor structure, and psychometrics. Journal of Research in Personality, 43(6), 987–998. https://doi.org/10.1016/j.jrp.2009.04.011
   Google Scholar
• Kidd, C., & Hayden, B. Y. (2015). The psychology and neuroscience of curiosity. Neuron, 88(3), 449–460. https://doi.org/10.1016/j.neuron.2015.09.010
   Google Scholar
• Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163–182. https://doi.org/10.1037/0033-295X.95.2.163
   Google Scholar
• Kintsch, W., & Rawson, K. A. (2005). Comprehension. In The science of reading: A handbook (pp. 209–226). https://doi.org/10.1002/9780470757642.ch12
   Google Scholar
• Kobayashi, K., Ravaioli, S., Baranès, A., Woodford, M., & Gottlieb, J. (2019). Diverse motives for human curiosity. Nature Human Behaviour, 3(6), 587–595. https://doi.org/10.1038/s41562-019-0589-3
   Google Scholar
• Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15(5), 381–395. https://doi.org/10.1016/J.LEARNINSTRUC.2005.07.007
   Google Scholar
• Lamnina, M., & Chase, C. C. (2019). Developing a thirst for knowledge: How uncertainty in the classroom influences curiosity, affect, learning, and transfer. Contemporary Educational Psychology, 59, https://doi.org/10.1016/j.cedpsych.2019.101785
   Google Scholar
• Ligneul, R., Mermillod, M., & Morisseau, T. (2018). From relief to surprise: Dual control of epistemic curiosity in the human brain. NeuroImage, 181, 490–500. https://doi.org/10.1016/j.neuroimage.2018.07.038
   Google Scholar
• Litman, J. A. (2008). Interest and deprivation factors of epistemic curiosity. Personality and Individual Differences, 44(7), 1585–1595. https://doi.org/10.1016/J.PAID.2008.01.014
   Google Scholar
• Litman, J. (2005). Curiosity and the pleasures of learning: Wanting and liking new information. Cognition & Emotion, 19(6), 793–814. https://doi.org/10.1080/02699930541000101
   Google Scholar
• Litman, J., Hutchins, T., & Russon, R. (2005). Epistemic curiosity, feeling-of-knowing, and exploratory behaviour. Cognition & Emotion, 19(4), 559–582. https://doi.org/10.1080/02699930441000427
   Google Scholar
• Litman, J. A., & Jimerson, T. L. (2004). The measurement of curiosity as a feeling of deprivation. Journal of Personality Assessment, 82(2), 147–157. https://doi.org/10.1207/s15327752jpa8202_3
   Google Scholar
• Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116(1), 75–98. https://doi.org/10.1037/0033-2909.116.1.75
   Google Scholar
• Marvin, C. B., & Shohamy, D. (2016). Curiosity and reward: Valence predicts choice and information prediction errors enhance learning. Journal of Experimental Psychology: General, 145(3), 266–272. https://doi.org/10.1037/xge0000140
   Google Scholar
• McClelland, J. L., & Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception: I. An account of basic findings. Psychological Review, 88(5), 375–407. https://doi.org/10.1037/0033-295X.88.5.375
   Google Scholar
• McGillivray, S., Murayama, K., & Castel, A. D. (2015). Thirst for knowledge: The effects of curiosity and interest on memory in younger and older adults. Psychology and Aging, 30(4), 835–841. https://doi.org/10.1037/a0039801
   Google Scholar
• Murayama, K., FitzGibbon, L., & Sakaki, M. (2019, December 1). Process account of curiosity and interest: A reward-learning perspective. Educational Psychology Review, 31(4), 875–895. https://doi.org/10.1007/s10648-019-09499-9
   Google Scholar
• Murayama, K., & Kuhbandner, C. (2011). Money enhances memory consolidation – but only for boring material. Cognition, 119(1), 120–124. https://doi.org/10.1016/j.cognition.2011.01.001
   Google Scholar
• Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom. School Field, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
   Google Scholar
• Noordewier, M. K., & van Dijk, E. (2017). Curiosity and time: From not knowing to almost knowing. Cognition and Emotion, 31(3), 411–421. https://doi.org/10.1080/02699931.2015.1122577
   Google Scholar
• Oudeyer, P.-Y., Gottlieb, J., & Lopes, M. (2016). Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies. Progress in Brain Research, 229, 257–284. https://doi.org/10.1016/BS.PBR.2016.05.005
   Google Scholar
• Payne, K., & Lundberg, K. (2014). The affect misattribution procedure: Ten years of evidence on reliability, validity, and mechanisms. Social and Personality Psychology Compass, 8(12), 672–686. https://doi.org/10.1111/spc3.12148
   Google Scholar
• Rotgans, J. I., & Schmidt, H. G. (2014). Situational interest and learning: Thirst for knowledge. Learning and Instruction, 32, 37–50. https://doi.org/10.1016/j.learninstruc.2014.01.002
   Google Scholar
• Ruan, B., Hsee, C. K., & Lu, Z. Y. (2018). The teasing effect: An underappreciated benefit of creating and resolving an uncertainty. Journal of Marketing Research, 55(4), 556–570. https://doi.org/10.1509/jmr.15.0346
   Google Scholar
• Salamone, J. D. (2010). Motor function and motivation. In Encyclopedia of behavioral neuroscience (pp. 267–272). https://doi.org/10.1016/B978-0-08-045396-5.00247-5
   Google Scholar
• Sansone, C., & Morgan, C. (1992). Intrinsic motivation and education: Competence in context. Motivation and Emotion, 16(3), 249–270. https://doi.org/10.1007/BF00991654
   Google Scholar
• Schmidt, H. G., & Rotgans, J. I. (2020). Epistemic curiosity and situational interest: Distant cousins or identical twins? Educational Psychology Review, https://doi.org/10.1007/s10648-020-09539-9
   Google Scholar
• Schulz, L. E., & Bonawitz, E. B. (2007). Serious fun: Preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology, 43(4), 1045–1050. https://doi.org/10.1037/0012-1649.43.4.1045
   Google Scholar
• Silvia, P. J. (2008). Interest—the curious emotion. Current Directions in Psychological Science, 17(1), 57–60. https://doi.org/10.1111/j.1467-8721.2008.00548.x
   Google Scholar
• Stare, C. J., Gruber, M. J., Nadel, L., Ranganath, C., & Gómez, R. L. (2018). Curiosity-driven memory enhancement persists over time but does not benefit from post-learning sleep. Cognitive Neuroscience, 9(3-4), 100–115. https://doi.org/10.1080/17588928.2018.1513399
   Google Scholar
• Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational Research, 64(1), 37–54. https://doi.org/10.3102/00346543064001037
   Google Scholar
• Van Lieshout, L. L. F., Vandenbroucke, A. R. E., Müller, N. C. J., Cools, R., & de Lange, F. P. (2018). Induction and relief of curiosity elicit parietal and frontal activity. The Journal of Neuroscience, 38(10), 2579–2588. https://doi.org/10.1523/JNEUROSCI.2816-17.2018
   Google Scholar
• Wade, S., & Kidd, C. (2019). The role of prior knowledge and curiosity in learning. Psychonomic Bulletin and Review, 26(4), 1377–1387. https://doi.org/10.3758/s13423-019-01598-6
   Google Scholar